@article{education202412124,
author={{Mabborang, Romie C. and Hilario, Lougene N.},
title={Comparative Effectiveness of Video-Based, Work Text-Based, and Traditional Teaching Methods on Integer Subtraction Proficiency in Non-Numerate Learners},
journal={American Journal of Educational Research},
volume={12},
number={12},
pages={517--526},
year={2024},
url={https://pubs.sciepub.com/education/12/12/4},
issn={2327-6150},
abstract={This study evaluates the effectiveness of three instructional methods¡ªVideo-Based, Work Text-Based, and Traditional Lecture-Based¡ªon enhancing integer subtraction skills among non-numerate learners at Tunasan National High School. By leveraging Cognitive Load Theory (CLT), the research aims to reduce cognitive burdens and optimize learning outcomes. Results reveal that the Video-Based method significantly outperforms both Work Text-Based and Traditional methods. Statistical analyses, including the Wilcoxon Signed Ranks Test and the Friedman Test, demonstrate notable improvements in subtraction skills, with the Video-Based method showing the highest gains. Learners engaged with the Video-Based approach benefited from engaging, multisensory formats, and visual models, which facilitated deeper comprehension and retention. These findings highlight the superior efficacy of video-based learning in addressing the mathematical proficiency gaps among non-numerate learners. They provide actionable recommendations for educators and policymakers to integrate video-based instructional strategies into curricula, thereby enhancing student engagement and performance. Future research should explore the long-term effects and broader applicability of these methods across various mathematical concepts and diverse learner populations.},
doi={10.12691/education-12-12-4}
publisher={Science and Education Publishing}
}